Leadership Behaviors of Administrators and Teacher Satisfaction

This report analyzes a research paper that investigates the impact of vocational high school administrators' leadership behaviors on teacher job satisfaction. The study, conducted in Isparta, Turkey, involved 21 technical teachers and employed frequency, arithmetic mean, correlation, and regression analyses to examine the relationship between leadership dimensions and job satisfaction. The findings reveal a significant correlation, with individual-oriented leadership behaviors showing a particularly strong positive effect. The research highlights that vocational high school administrators frequently exhibit all types of leadership behaviors. This research underscores the importance of effective leadership in fostering teacher satisfaction and, consequently, improving the overall educational environment. The study also draws attention to the impact of leadership on employee morale and productivity in educational settings. The study also included a critique of a quantitative study on principal effectiveness and a qualitative study on vocational teaching-learning, providing a comprehensive overview of leadership and educational practices.

Universal Journal of Educational Research 5(11): 2092-2100, 2017 http://www.hrpub.org
DOI: 10.13189/ujer.2017.051126
The Effect of Vocational High School Administrators’
Leadership Behaviors on Teacher Job Satisfaction
Said Taş
Faculty of Education, University of Süleyman Demirel, Turkey
Copyright©2017 by authors, all rights reserved. Authors agree that this article remains permanently open access under the
terms of the Creative Commons Attribution License 4.0 International License
Abstract The purpose of this research is to determine the
effect of vocational high school administrators’ leadership
behaviors on teacher job satisfaction. The study group of the
research consists of 21 technical teachers who work at
vocational high schools in the city of Isparta. The data
obtained have been analyzed by calculating the frequency,
arithmetic mean, correlation and regression analyses. The
vocational high school administrators exhibit all types of
behaviors in every dimension of leadership at the level of
“frequently”. It has been understood that there is a significant
correlation between the dimensions of administrators’
leadership behaviors and teacher job satisfaction. Another
considerable finding of the research is that the effect of
individual-oriented leadership behaviors - one of the
dimensions of leadership behaviors- on teacher job
satisfaction is higher than the effects of other dimensions of
leadership behaviors.
Keywords Leadership, Leadership Behaviours, Job
Satisfaction
1. Introduction
In the 21st century, in which there is a competitive
atmosphere, job satisfaction and leadership have become
important issues for the education institutions that work with
the intention of productivity and quality. Effective leaders
and workplace have significant roles in the attainment of the
objectives. At schools, school administrators are the ones
who are primarily considered as leaders. An administrator is
someone who organizes, leads, coordinates, influences, and
controls the employees at schools in order to achieve the
goals [1]. Another important thing is the performance of
those who work with the leader, namely, teachers. Studies in
recent years show that job satisfaction has a relationship with
the performance of teachers at schools.
Besides being a multi-dimensional concept, job
satisfaction can simply be defined as “the extent to which
employees like their jobs”. Job satisfaction is an emotional
reaction from the employee to the business statement.
Accordingly, it cannot be seen, it can only be expressed [2; 3;
4; 5; 6; 7; 8; 9; 10]. Job satisfaction is the reflection of the
employee’s emotional reaction to the job or to its certain
aspects [11; 12]. The financial gain of the job, the level of
employee satisfaction with the co-workers and the sense of
happiness stemming from producing something are the signs
of job satisfaction. This feeling makes the individual
internally happy. Due to its being an emotional reaction, it is
an abstract concept and a difficult term to measure. The signs
of job dissatisfaction can be useful for understanding job
satisfaction. Job dissatisfaction is reflected as behaviors,
such as; reluctance to work, escaping from work, being
absent from work, or leaving the work. While job satisfaction
regulates the employee’s social, physiological, and
psychological health, the contrary situation leads to various
unhealthy situations. When considered from institutional
point of view, job dissatisfaction is most obviously reflected
as productivity loss. Behaviors like slowdown of work,
increase in absenteeism and occupational accidents,
deterioration of work discipline, careless consumption of
sources, increase in employee complaints, etc. are some
other signs [13]. According to [14], job satisfaction is the
variation between what employees expect from the job and
co-workers, and how they perceive the job and co-workers.
Meeting employees’ expectations from work both increases
job satisfaction and gives rise to achieve the goals in a more
productive way.
For the effectiveness of institutions, school administrators
should pay regard to all kinds of factors that may have an
effect on productivity in a positive or a negative way. Just
like in educational institutions, in-public utility institutions,
the achievement level of institutional, individual and
interchangeable goals plays an important role in job
satisfaction of employees. The reason is that job satisfaction
increases and decreases depending on the extent to which the
organization fulfils employee needs and expectations.. The
extent to which the organization fulfils employee needs and
expectations is –on a large scale-- related to the leadership
behaviors shown by the managers. Researchers assert that

Universal Journal of Educational Research 5(11): 2092-2100, 2017 2093
leadership behaviors shown by the managers are the most
significant factors of all essential factors that affect employee
job satisfaction and complaints [15; 16; 17].
It seems that the concept of leadership in management
emerged in the1960s for the first time. Leadership is a
process which includes states like willingness, faith,
commitment, voluntariness. In this process, many sources of
power integrate and there exists an effect transforming the
difficulties stemming from this integration into willingness,
faith, commitment, and voluntariness [18]. A leader is
someone who reveals the unapparent common thoughts and
wills as an adopted goal and potentizes the members’ secret
power in accordance with this goal [19]. In the process of
leadership, there is a leader and there are followers. The
concept of “followers” evokes a passive behavior and
commitment to the leader. However, today, in leadership
approaches, a multidirectional communication between
leader and followers has been emphasized [20]. Leadership
is a concept analyzed and defined from different perspectives
in various ways. In this case, leadership is a matter of
management science and is a concept that can be addressed
and analyzed in psychological, sociological, political and
philosophical aspects as well as being related to occupational
life [21]. Leadership has generally been defined in terms of
personal characteristics, leadership behaviors, interaction
model, role relations, perceptions of followers, the influence
on followers, and its effect on the organizational culture. The
definitions mostly emphasize a process of influence.
However, in most of the definitions there is no common point
or suggestion; nevertheless, they differ from one another in
many aspects. Some of those differences are the use of
influence and the person who influences, influence,
leadership styles and organizational commitment, the
attitudes and behaviors concerning the use of influence [22].
Leadership approaches have been examined in the related
literature as four groups; approach of traits, behavioral
approach, situational approach and modern approach [23].
According to the approach of traits, the leader is different
from the followers in the aspects of his/her personal traits,
individual talents, and physical properties [24] and this
difference is the essential reason for his/her becoming a
leader. However, while showing different leadership
behaviors in similar settings can easily be explained by the
approach of traits, the situation in which leaders having the
same personality structure show different behaviors in
different settings has become difficult to explain by means of
this approach. This approach has been inadequate to explain
the difference between leaders and non-leaders, and studies
on leaders’ behaviors have begun to emerge.
Studies conducted by behaviorists on the differences
among leader behaviors have made behavioral approach a
current issue. According to the behavioral approach, the
leader’s behaviors and the employees’ maturity level
determine the leader’s effectiveness [25]. [26] Referring to
the studies conducted by Ohio University, a leader has two
types of behavior which are individual-oriented and
institutional-oriented. The dimension in which the individual
is taken into consideration includes such leadership
behaviors as sense of mutual trust in interpersonal relations,
solidarity, helping each other, and understanding the
opinions and feelings of followers and showing respect. As
for the institutional dimension, there are such leadership
behaviors as putting institutional goals forward, fulfillment
of reciprocal duties and responsibilities by the leader and
followers, and enacting the whole team.
In the study conducted by Rensis Likert and his colleagues
at the University of Michigan, two different leadership
behaviors which are institution-oriented and
individual-oriented have been prescribed [24]. While an
institution-oriented leader shows such behaviors as drawing
his/her strength from his/her position and controlling
whether the followers fulfill their designated duties and
responsibilities, exhibiting chastising and authoritative
behaviors when necessary, an individual-oriented leader
shows such behaviors as predicating delegation on, taking
followers’ personal growth and progression into
consideration, prioritizing their happiness. It has been
concluded that in the institutions managed by
individual-oriented leaders, the levels of morale and success
of the followers and productivity are high; as for the
institutions managed by institution-oriented leaders, there is
the exact opposite situation [27].
Since 1960s, together with leadership behaviors, the
environmental features affecting those behaviors have been
emphasized and “the contingency approach in leadership”
has shown up. In this approach, it has been argued that there
are no types of leadership which can be valid and effective in
all circumstances [25]. A leader, in certain conditions and
situations, can sometimes exhibit institution-preferred
behaviors, sometimes individual-preferred behaviors,
sometimes democratic behaviors, and sometimes autocratic
behaviors [28]. According to this approach, just as there are
no types of management that can be the best all the time and
in all settings, there is no institutional structure that can be
valid all the time and in all settings. In other words, a leader’s
behaviors depend on the situation.
In parallel with developments in the field of management
science, studies on leadership issue have revealed some
different initiatives besides the traditional approaches. These
perspectives, which can be called modern approaches, [29]
have included some new leadership styles in the literature of
management science. According to [24], concepts like
transformation, development, consolidation, vision and
social responsibilities are at the bottom of these perspectives.
Unlike the traditional approaches, modern approaches
include types of behaviors that are oriented to the future,
innovation, change, and reforms. In this new leadership
approaches, the quality of the communication between the
leader and followers is of capital importance.
Leadership Behaviors and Their Effects on Employees
Leadership behaviors have primarily been considered as

2094 The Effect of Vocational High School Administrators’ Leadership Behaviors on Teacher Job Satisfaction
two-dimensioned, institution-oriented leadership behaviors
and individual-oriented leadership behaviors. In the later
years, change-oriented leadership behavior, which is
regarded as one of the modern approaches, has emerged. An
institution-oriented leader exhibits some typical behaviors
such as; prioritizing necessary duties, oppressing the
employees for them to do their duties, frequently controlling
whether the duties are done, focusing on principles rather
than relations, and regarding the employees as a means of
fulfilling the duties. As for the individual-oriented leadership
behaviors, these behaviors prioritize morale and motivation,
success, job satisfaction and happiness of employees, besides
the institutional goals. In change-oriented leadership
behaviors, flexibility in perspectives on incidents, creating
opportunities for development and participation are the
essentials. Leadership behaviors should not be regarded as a
certain preference among the approaches mentioned above.
There is no type of leadership behavior which is guaranteed
to be successful in all circumstances. Although
individual-oriented leadership behaviors make the
employees achieve high satisfaction level in some
circumstances, some leadership behaviors placing
importance on the individual and change can supply higher
satisfaction level in some institutions.
When a leader doing his/her leadership job, which type of
leadership behaviours (individual-oriented or
change-oriented) he/she exhibits depends on the
organizational structure, the scope, activity diversity, and
environmental problems [30; 31; 32]. As it has been
indicated by [24], a leader can sometimes exhibit
institutional priority behaviors, sometimes individual
priority behaviors, sometimes democratic, sometimes
autocratic behaviors depending on the setting and conditions.
In addition, in institutions with high level of productivity, the
leader can integrate the institution-oriented and individual
oriented behaviors. What matters here is the leader’s ability
to use available resources, primarily human resources, to
achieve their goals. Many researches that investigate the
effects of leadership behaviors on job satisfaction have
important places in the literature. The most important ones of
those researches have been conducted with [16] healthcare
staff [33], university instructors, [34] and [35] primary
school teachers. These investigations have emphasized the
importance of managing individual or change-oriented
leadership behaviors in corporate goals. In the vocational
high schools which are production-oriented educational
institutions, it is expected that the institutional aims are
important, but the educational institutions are always in favor
of the individuals and the change in priority. The vocational
high schools that are interested in every part of the society
also have the input, the processing, the output, the raw
material. Teachers have a direct influence on students and
they are functioning. Teachers directly influence the
achievement of the institutional objectives at the desired
level by means of their knowledge, skills and attitudes. This
requires school administrators to be more responsive to
teachers’ job satisfaction. The effects of managers'
leadership behaviors on teachers have been examined at
various stages of education, but vocational schools have not
sufficiently taken into account in the researches. Therefore,
in this research, the aim is to determine the leadership
behaviors of vocational high school administrators on the job
satisfaction of technical teachers.
2. Method
This research is a descriptive study carried out through the
survey model. The sample of the study is composed of all the
technical teachers working in the vocational high schools in
Isparta. Vocational high schools can be defined as
educational institutions that provide vocational training in
industrial technical fields together with general cultural
courses aiming to provide a common general culture at
secondary level.
As a data collection tool, "leadership behavior" and "job
satisfaction" scales were developed. Benefiting from the
survey questions used in previous studies [36; 14; 37], an
item pool was established; 98 items were related to
leadership behaviors, 62 items were related to job
satisfaction. The selected participants from the study group
were requested to code the items as positive, negative and
none. Questions that most participants did not classify
positively or negatively were removed from the item pool.
After this extraction, the remaining questions were revised in
line with expert opinions and the scale was developed. A
5-point Likert type scale was used to measure the scale items.
Factor and reliability analyses were performed for construct
validity of the measurement tool. The suitability of the data
for factor analysis was examined by the Kaiser-Meyer-Olkin
(KMO) coefficient and the Barlett test. KMO = 0.931 and
Barlett test score = 4008.61 were found for the leadership
behaviors of the scale. On job satisfaction part of the scale,
KMO = 0.926 and the Barlett test value is 2118.51.
Dimensions of managerial leadership behaviors of the scale
were called; Institution-oriented leadership behaviors,
individual-oriented leadership behaviors, and
change-oriented leadership behaviors [14]. The first
dimension of the scale, leadership behaviors consisted of 10
items as "institution-oriented" leadership behaviors, the
second dimension consisted of 14 items as
individual-oriented leadership behaviors and the third
dimension consisted of 11 items as change-oriented
leadership behaviors. The job satisfaction part of the scale is
one-dimensional and consists of 19 items. The factor load
values of the institution-oriented leadership behavior
dimension of the "leadership behaviors of managers" section
of the scale ranges from 0.63 to 0.84. The variance load value
is 0.64. The factor load values of the change-oriented
leadership behavior dimension range from 0.66 to 0.87 and
the variance load value is 0.66. The factor load values of the
individual-oriented dimension range from 0.72 to 0.92 and

Universal Journal of Educational Research 5(11): 2092-2100, 2017 2095
the variance load value is 0.71. Factor load values of the "job
satisfaction" section of the scale are between 0.61 and 0.87
and the variance load value is 0.61. The reliability of data
collected through the scale was tested by means of Cronbach
Alpha coefficient. As a result of the analysis, the Cronbach
Alpha value of the leadership section is 0.97 and the
Cronbach Alpha reliability value of the job satisfaction
section is 0.98. In the collection and analysis of the data, 151
teachers of the total 160 technical teachers were subjected to
the survey by the researchers and their assistants with
representative power [3], with 3% sampling error. However,
121 scales were subjected to analysis. The frequency and
percentage values of the demographic variables were
determined in order to obtain a general view of teachers'
personal information in the research. Then, the arithmetic
mean and standard deviations of the answers given to the
scale were calculated and the level of leadership behaviors of
the vocational high school administrators was determined. A
correlation analysis was conducted to determine the direction
and degree of the relationship between leadership behaviors
and job satisfaction. The effect of leadership behaviors on
job satisfaction was examined by regression analysis and
significance was tested at the level of 0.05.
3. Findings and Interpretations
In this section, the findings of the research were included.
Frequency and arithmetic averages of scaled responses were
calculated to determine the extent to which vocational high
school administrators performed institution -oriented,
individual-oriented and change-oriented leadership
behaviors, and the significant ones of these values are given
in Table 1.
As seen in Table 1, the overall average of
institution-oriented leadership behaviors was found as ( =
3.58). According to this finding, it can be said that vocational
high school administrators use leadership oriented behaviors
"mostly". When looking at the levels of leadership behaviors
that constitute this dimension, the item "attaches importance
to the rule" takes place on the top with ( = 4,0); the item
"inform" takes the last place in the order with (=3,10).
When the same table was examined, it was found that the
general average of individual-oriented leadership behaviors
is (=3, 63). According to this result; it seems that
vocational high school administrators "often" show
individual-oriented leadership behaviors. When looking at
the levels of leadership behaviors that constitute this
dimension, the item "the mistakes are seen as an opportunity
to learn" takes place on the top with (=3,91); the item
"exhibits fair behaviors" takes the last place with ( =3,42).
The fact that the level of vocational high school
administrators’ individual-oriented leadership behaviors is at
a high average is an indicator showing that the vocational
high school administrators perform a modern management. It
is institutionally important for the vocational high school
administrators to show leadership behaviors that attach
importance to teachers.
Table 1. The extent to which vocational high school administrators show Leadership Behaviors
Dimension N  S
Institution-oriented Leadership Behaviors
1. Attaches importance to the rules 1,21 4,01 1,14
2. Emphasizes work supervision 1,21 3,96 1,07
3. Provides source. 1,21 3,71 1,16
4. Exhibits transparent management 121 3,60 1,27
5. Has a developed accountability 121 3,57 1,26
6. Consistent in practice 121 3,55 1,31
7. Cares about the institutional culture 121 3,50 1,36
8. Cares about team work 121 3,43 1,22
9. Include teachers in decision making 121 3,40 1,13
10. Informs 121 3,10 1,33
Total 121 3,58 1,23

2096 The Effect of Vocational High School Administrators’ Leadership Behaviors on Teacher Job Satisfaction
Table 1. The extent to which vocational high school administrators show Leadership Behaviors (Cont.)
Dimension N  S
Individual-oriented Leadership
Behaviors
1. Sees the mistakes as an opportunity to learn 121 3,91 1,27
2. Shows respect 121 3,78 1,17
3. Appreciates good work. 121 3,76 1,33
4. Trusts teachers 121 3,74 1,25
5. Shows affinity and tolerance 121 3,62 1,19
6. S/he is trustworthy 121 3,57 1,28
7. Create a friendly environment 121 3,55 1,43
8. Provides an opportunity for development 121 3,52 1,32
9. Cares about rights 121 3,47 1,40
10. Exhibits fair behaviors 121 3,42 1,30
Total 121 3,63 1,29
Dimension N  S
Change-oriented Leadership Behaviors
1. Makes plans for the future 121 3,95 1,18
2. Supports new and different ideas in the
implementation of jobs 121 3,65 1,09
3. Decides quickly 121 3,62 1,11
4. Respects different views 121 3,61 1,27
5. Develop different ideas 121 3,58 1,13
6. S/he is open to change 121 3,57 1,17
7. Use brainstorming methods frequently to
solve problems 121 3,56 1,26
8. Tries new ways in problem solving 121 3,54 1,17
9. S/he does not avoid taking risks 121 3,41 1,33
10. S/he is open to criticism 121 3,28 1,30
Total 121 3,57 1,22
Table 2. The relationship between Leadership Behaviors and Job Satisfaction
Institution-oriented
Leadership Behaviors
Individual-oriented
Leadership Behaviors
Change-oriented Leadership
Behaviors
JOB SATISFACTION
Pearson Correlation .739** .776** .737**
P 0.00 0.00 0.00
N 121 121 121
*p=0.05 significance level
**p=0.01 significance level
According to Table 1, vocational high school
administrators also use change-oriented leadership behaviors
“often” with (=3,57) as behaviors in the other dimensions.
When we look at the extent to which they exhibit the
leadership behaviors in this dimension, while the item
“makes plans for the future” takes place on the top (=3,95),
“open to criticism” takes the last place with (=3,28). In the
research, a correlation analysis was performed to determine
whether there was a significant relationship between
leadership behaviors and teacher job satisfaction, and the
findings of this analysis are given in Table 2.
When Table 2 is examined, it is seen that the relationship
among all dimensions of leadership behaviors and teacher
job satisfaction is positive and high. However, while the
highest relationship level was found with the
individual-oriented leadership behaviors (r=0.776, p<0.01),
the lowest relationship level was found with the
change-oriented leadership behaviors (r=0.737, p<0.01).
According to these findings, individual-oriented leadership
behaviors cause teachers to be more satisfied with their job.
The effect of leaderhsip behaviors of vocational high
school administrators on teacher job satisfaction was
examined by regression analysis. Leadership behaviors
dimensions were taken as variables to determine manager
leadership behaviors dimensions affecting job satisfaction.
The results of regression analysis of these analyzed variables
are given in Table 3.

Universal Journal of Educational Research 5(11): 2092-2100, 2017 2097
Table 3. The results of regression analysis regarding the effect of manager leadership behaviors on teacher job satisfaction
Variable B Standard Error B T P Binary r Partial R
Stable ,81 .221 - 3,89 .001 - -
Institution-oriented Leadership Behaviors ,12 ,156 ,513 ,66 ,501 ,739 ,067
Individual-oriented Leadership Behaviors ,46 ,192 ,514 2,40 ,016 ,777 ,238
Change-oriented Leadership Behaviors ,13 ,178 ,167 ,76 ,443 ,761 ,077
R=0.782, R2=0.61 F=(3,96) =50,22, p=.000
According to the findings in Table 3, it can be pointed out
that the variables of individual-oriented, change-oriented,
and institution-orientedleadership behaviors of vocational
high school administrators have significant effects on
teachers’ job satisfaction (R = 0,783, R2 = 0.61p <.01).
These variables account for about 61% of the variance in
teacher job satisfaction.
Relative significance order of the predictor variables over
the job satisfaction according to the standardized regression
coefficient (β) is as; individual-oriented leadership behaviors,
institution-oriented leadership behaviors, and
change-oriented leadership behaviors. When the results of
the t-test on the significance of the regression coefficients are
examined, it is seen that “institution-oriented leadership
behaviors” are important predictors of teacher job
satisfaction. On the other hand, it is seen that the variables of
change-oriented and institution-oriented leadership
behaviors do not have a significant effect on teachers’ job
satisfaction.
4. Conclusions and Recommendations
According to the research findings, vocational high school
administrators use all three leadership behaviors "most of the
time". It can be said that administrators shows all three
leadership behaviors, however they show more
individual-focused leadership behaviors than other two
leadership behaviors that were found in the study. The results
of this research coincide with [39; 40]’s reseach results.
Managing the vocational high schools with an
individual-oriented management approach will affect the job
satisfaction in a positive way. The happiness of the teachers
in the educational environment will be reflected positively to
the student-teacher relationship and the productivity of the
education will increase. The fact that the psychological,
sociological and economic needs of the teachers, the most
important constituent of education, are taken into account by
the administrators is also a positive development in terms of
the future of vocational high schools [41].
In the research, the institution-oriented leadership
behaviors of vocational high school administrators was
higher than the rest of the leadership behaviors. This ratio
also indicates that vocational high school administrators
cares about their institutions as much as they care about their
employees. This result is similar to the research conducted
by [42] on university administrators’ leadership behaviors. In
that vein, in the research conducted by[43; 39]
institution-oriented leadership behaviors were found
meaningful in job satisfaction, which is consistent with the
results of our research. As is known, job satisfaction is a
feeling that is experienced when the work of the employee
and what s/he has achieved jibe with his/her needs and
personal values [44]. Job satisfaction may vary depending on
the person's priorities and expectations. Even the same
person may have different satisfactions at different times
depending on such factors as job change, promotion, changes
in the lifestyle, changes in the country's economy [45; 46; 47;
48].The high level of institution-oriented leadership
behaviors of high school administrators may also be due to
the fact that the unemployment rate in Turkey is 13.7% [49],
and also because teachers can push some of their needs into
the background and are happy to have a job. Taking all of
these into account, it is normal to have such results.
In the research, the fact that vocational high school
managers show change-oriented leadership behaviors with
(= 3.57) is not an expected result because the basic function
of vocational high schools, which produces the qualified
human power needed by the country besides being known to
have a significant influence on society, is not limited to
transferring knowledge, conducting corporate activities and
meeting the needs of the individual. To serve for the society,
to lead [50; 51], to become a means of production, and to
focus on the development and transformation of human
resources are among the duties of these institutions. For this
reason, vocational high school managers are expected to
exhibit change-oriented leadership behaviors as much as
individual-oriented leadership behaviors. However, the
results of the survey did not appear as expected. Research [53;
54; 55; 26; 56; 57; 58; 35] results show that leadership
behaviors that are mostly exhibited by principals are in the
dimension of change-oriented leadership behaviors. In
addition, that the school administrators mostly exhibit
change-oriented behaviors has been found to be as a positive
development. As indicated by [59], change-oriented leaders
do not regard every teacher as having similar characteristics,
but as a separate personality. The leadership competencies of
vocational high school administrators should be high in the
sense of focus on change. Because the technical teachers
who work in the vocational high school make a difference in
the personality traits by making more use of the technology
and the hand skills.Because, the technical teachers who work
in the vocational high schools make different use of the
personality traits by making more use of the technology and
hand skills.
It is unlikely that vocational high school administrators
will be able to carry out change-oriented leadership
behaviors at the desired level, since they have been

2098 The Effect of Vocational High School Administrators’ Leadership Behaviors on Teacher Job Satisfaction
nominated without having received an undergraduate or
master’s degree in the field of educational administration and
without investigating whether they have change provider
characteristics .The reason is that management is regarded as
a field of science although it is used to be regarded as an art
in the past [61] [62]. It is a recognized fact that leadership
behaviors can be taught to persons through education and the
changes desired in these behaviors can be made [63; 64].
People are not created innately as good managers, but
management art and knowledge are gained only through
learning [65]. In order to develop their vocational high
schools, they have revealed in their research that vocational
high school administrators should be given a serious training
in educational leadership and management of school
organizaitons[66]. We can build up the vocational high
schools that will accelerate social change with the
construction of strong school administrations that can lead
change and development. [67] Therefore, school
administrators should be trained in educational management
field and carry leadership qualities personally. In addition, it
should not be forgotten that the nature of the purpose to be
achieved, the talents and expectations of employees, the
characteristics of the organization, and the experiences and
personality traits of leaders and followers also have
significant influences on school administrators' leadership
styles.
Although vocational high school administrators are
expected to exhibit mostly “change-oriented leadership
behaviors”, that the results of the individual-oriented,
institution-oriented and change-oriented leadership
behaviors are close to each other is also important. Because
different conditions require different styles of leadership.
There is no single and best leadership style for any situation
or institution. The style of leadership may vary depending on
circumstances [70; 71]. In this regard, the results of this
research support the idea that the leader is created by the
leadership environment and leadership behaviors may vary
depending on the characteristics and requirements of the
environment [72]. The presence of educational environments
in the vocational high school will reduce the differences in
the behaviors of the administrators so that the level of teacher
job satisfaction will increase.
Research conducted show that there is a meaningful
relationship between leadership behaviors and job
satisfaction [73; 74; 75; 76; 77; 39; 78; 14; 79; 33]. There are
also studies in the literature having found that there is no
relationship between individual-focused leadership
behaviors and job satisfaction [80]. Although the relationship
between leadership behaviors and job satisfaction was found
in research, the highest relationship was found mostly
between individual-focused leadership behaviors and job
satisfaction. As a result; when the literature on educational
management is examined, it is seen that the issue of
leadership and job satisfaction is very wide. The main reason
underlying the efforts of scientists to determine the
leadership behaviors of contemporary school administrators
is that administrators are the most important constituents in
creating a contemporary, effective school [81]. The role of
the administrators in teacher training is also important in
terms of seeing the failures in-situ, the continuous
involvement in the school system, which are the most basic
unit of educational services, and being a bridge between
theory and practice [82]. There are different views on
leadership behaviors that school administrators should have.
However, as emphasized in this research, the most widely
accepted ones are individual-oriented and change-oriented
leadership approaches. When the related literature is
examined, it is seen that especially individual-oriented and
change-oriented leadership behaviors are highly effective
leadership styles in the dimensions of organizational
commitment, job satisfaction, performance etc. According to
the findings of this research, there is an important
relationship between individual-oriented leadership
behaviours and teachers' job satisfaction. As the leadership
behaviors of vocational high school administrators approach
towards individual-oriented leadership behaviors from
institution-oriented leadership behaviors, teacher job
satisfaction level increases. For this reason, it is important for
school administrators to be aware and educated about
individual-oriented leadership behaviors in order to increase
the organizational commitment of employees.
Researchers can contribute to better understanding effect
of administrators’ leadership behaviors on teachers’ job
satisfaction by also doing quantitative and qualitative
researches on administrators of preschool, primary school,
junior high school, general high schools.
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